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Research-Based Word StudyIt’s much more than a spelling program!

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Featuring Whiteboard-Ready

Activities

Research-based, Hands-on Approach Developmental word study is a student-centered, assessment-driven approach to fostering word knowledge that includes the development of phonics, spelling, word recognition, and vocabulary. Using this approach means:

• Recognizing that each student’s writing and spelling progresses along a predictable continuum of development.

• Utilizing assessment—through qualitative spelling inventories—to identify a student’s spelling stage.

• Differentiated instruction allows students to build word knowledge based on their own development.

• Word study is done as part of a balanced approach to reading, writing, and spelling instruction.

Noted researchers Donald R. Bear, Marcia Invernizzi, Francine Johnston, and Shane Templeton introduced you to word study through Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (Merrill/Prentice Hall). Words Their Way: Word Study in Action, is the official companion, in a ready-to-use format that makes it easy for you to implement word study in your classroom.

Words Their Way: Word Study in ActionAt the heart of the program is the sort that enhances your students’ learning through hands-on experience in comparing and contrasting words by sound and spelling pattern, and categorizing the words by meaning, use, and parts of speech.

The Developmental Model version is uniquely positioned to:

• Ensure students develop essential elements of reading, including phonological awareness, phonics and word recognition, and vocabulary, in just 15-20 minutes a day.

• Provide flexible instruction based on students’ spelling stages with an assortment of activities that meet their unique learning needs.

• Engage students in grouping sounds, words, and pictures into specific categories with photographic picture cues and full-color design.

• Help students increase their knowledge of spelling patterns and the meaning of specific words by looking closely at words.

• Support the Common Core State Standards Reading Foundational Skills and Language Standards.

• Reach students at their instructional level to promote effective, personalized learning.

Building Confident Learners, One Sort at a Time

Start with a Spelling Inventory Qualitative Spelling Inventories, administered similar to spelling tests, are designed to show students’ knowledge of key spelling features that relate to the different spelling stages. Based on an analysis of students’ spelling, small groups can be formed and appropriate instruction planned. (Qualitative spelling inventories can be found in Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Donald R Bear, et al.)

Placement in Developmental StagesStudents will be placed within one of five developmental stages, which are briefly described below.

Developmental Stage

Students…

Emergent-Early Letter Name

• Neglect to use any sound-symbol correspondence• Represent strongest sounds with a single letter• Have an incomplete knowledge of alphabet

Letter Name• Apply the alphabet literally using the letter names to spell sounds• Spell phonetically; represent most strong sounds and beginning consonants• Omit most silent letters and preconsonantal nasals

Within Word Pattern

• Correctly spell most single-syllable, short vowel words, beginning consonant diagraphs, and two-letter consonant blends• Attempt to use silent long-vowel markers• Use but confuse long-vowel patterns

Syllables and Affixes

• Connect word knowledge with vocabulary growth• Correctly spell most single-syllable, short- and long-vowel words and high-frequency words• Make errors at syllable juncture points and in unaccented syllables

Derivational Relations

• Connect word knowledge with vocabulary growth• Spell most words correctly• Make errors on low-frequency multisyllabic words derived from Latin and Greek forms

Personalize LearningTeaching students at their developmental stage ensures they are receiving personalized instruction based on their needs. Word Study in Action provides the flexibility to meet the varied developmental levels in your classroom.

• English language learners. The Teacher Resource Guide offers helpful strategies for the unique learning needs of English language learners.

• Struggling readers. Use assessment to place students at their appropriate developmental stage and find the resources they need to succeed.

• Students with special needs. Varied learning approaches, such as visual and kinesthetic, support students with special needs.

• Home School Connections. Promote family involvement by sharing activities suggested in the sample parent letter found in the Teacher Resource Guide.

Putting Word Study in Action...

Walk Through a LessonThe Teacher Guide provides an easy-to-follow lesson plan for each sort. It is important to develop a word study rou-tine with multiple occasions to work with words. Routines will include teacher-directed instruction as well as buddy and independent sorting opportunities. Your routine should be flexible to allow for pacing adjustments. Your routine should also be short—15 to 20 minutes per day and incorporate all components from Words Their Way.

...with Assessment, Resources to Meet Individual Needs, and a Routine that Spells Success

48Sort

Words

a ar oddball

drag car war crab far rag farm snap bark crash art trap card flag yard brag dark grand shark jar

Bonus Words stand barn

flap hard

mash mark

nag smart

Extend the Sort

Alternative Sort: Ending Letters Have children re-sort the cards into two categories: words that end with two consonants and words that end with one consonant. After sorting, have children work in pairs, taking turns holding up a card with the other child saying the word.

Vocabulary Building VocabularyWrite the word bark on the board. Ask children if they know the meaning of bark. Children will probably be familiar with the meaning “loud sound that a dog makes.” Explain that bark can also mean “thick covering of a stem or tree.”

Bonus Words ActivityAsk children to find other words that include short a and ar. If children need prompting, make suggestions from the Bonus Words list as necessary. Then help children make word cards for these new words. Encourage them to work in pairs or small groups to sort the words into categories.

Monitor Progress Spell Check 7After completing Sort 48, administer Spell Check 7. See pp. 80–81 in this Teacher Resource Guide for instructions.

Introduce/Model Small Groups• Read a Rhyme Read “Grand Slam,” emphasizing

the words that contain short a and ar. Read the poem again and ask children to raise their hands when they hear a short a or ar word. Write the words in two columns. Help children understand that the words in each column contain either the short a or ar sound.

• Model Use the whiteboard DVD or the CD word cards. Explain that children will sort the word cards by vowel sounds. Demonstrate how to sort words by short a and ar. Point out that war is an oddball. Explain that war has the ar spelling pattern, but not the ar vowel sound. Help children sort and explain their sorts.

Practice the Sort Independent/Partner• Have children use the Student Book or whiteboard

DVD to read the words and use the grid to sort their cards into words with short a and ar and oddball words.

• Have children check and explain their sorts.

Apply Independent/Partner/Small Groups• Read aloud the directions on Student Book p. 192.

Have children write short a and ar words.

• Game Allow time for children to play Word Maker, which is on the CD.

• Little Book Read A Sea Star with children. Have them identify words with a/a/ or r-influenced a.

Objectives• To identify words with short a and ar

• To identify and sort words with short a and ar

Materials for Letter NameBig Book of Rhymes, “Grand Slam,” page 45

Whiteboard Activities DVD-ROM, Sort 48

Teacher Resource CD-ROM, Sort 48 and Word Maker Game

Student Book, pages 189–192

Words Their Way Library, A Sea Star

Short a and ar

Letter Name 129

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Practice the Sort

Use the Whiteboard Activities to practice the sort.

Introduce/ModelRead a Rhyme to Introduce the Sort.

Monitor Progress

Use Spell Checks to monitor students' word study progress after completing a specific area of study.

A lesson plan from the Letter Name stage is shown below left. The same lesson format applies for Emergent-Early Letter Name and Within Word Pattern sorts. The Syllables and Affixes lesson plan shown below right reflects the same format as lesson plans from Derivational Relations.

For additional information and to view student exemplars at each developmental stage, please review the Words Their Way Sampler CD or visit pearsonschool.com/wtw

...with Assessment, Resources to Meet Individual Needs, and a Routine that Spells Success

3Sort

Words

+ -es + -s

branches leashes taxes buses voices

churches wishes mixes kisses horses

speeches ashes changes

scratches crashes places

peaches splashes

lunches eyelashes

Extend the Sort

Vocabulary Word Of the Week: eyelashes Tell students that eyelashes is a compound word that can be interpreted literally. The two smaller words—eye and lashes—create the compound that means “the hairs on the edge of the eyelid.”

Alternative Sort: Noun or VerbThe words in this sort are all nouns, but some of the base words can also be used as verbs. Have students work in pairs to find the base word of each word in the sort and determine if the base word can also be a verb. Then have students sort according to the part of speech of the base word: only noun or noun/verb.

ELL English Language LearnersExplain to students how all of the words in this sort are plurals and remind them that plural means “more than one.” Have students identify and then underline each base word. Challenge them to use each plural and its singular base word in sentences, such as: I ride a bus to school. Sometimes the buses are late.

Teacher TipRemind students that most singular nouns are made plural by adding -es or -s. However, they should always look at and think about the ending of a base word before choosing -es or -s.

Introduce/Model Small Groups• Use the whiteboard DVD or the CD word cards to

introduce the words. Lead students to notice that all of these words end with -s but the endings of the base words in each column are different.

• Have students assist you in identifying the base words that end in -ch, -sh, -x, and -s.

• Have students identify the base words in the column where only -s has been added.

• Have students read aloud the words and describe how the words in each group are alike and how they are different.

Practice the Sort Independent/Partner• Have students use the Student Book or whiteboard

DVD to say each word and use the grid to sort the words.

• Have students check and explain their sorts.

Apply Independent/Partner/Small Groups• Read aloud the directions on Student Book p. 12.

Have students change the singular words to plurals by adding -s or -es.

• Game Allow time for students to play Spell It, which is on the CD.

Objectives• To identify spelling patterns of plurals whose

base words end with final -ch, -sh, -x, and -s

• To sort plurals whose base words end with final -ch, -sh, -x, and -s

Materials for Syllables and AffixesWhiteboard Activities DVD-ROM, Sort 3

Teacher Resource CD-ROM, Sort 3 and Spell It Game

Student Book, pages 9–12

Plural Endings -es, -s

188 Syllables and Affixes

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Extend the SortA variety of activities provides students with more practice and reinforcement of the sort generalization.• Word of the Week • Building Vocabulary • Alternative Sort • Notes for English

Language Learners• Teacher Tips• Bonus Words

Words Their Way: Word Study in Action Developmental Model includes the following materials in a ready-to-use format:

Student BookThis stage-specific consumable book contains resources for each sort, including the picture and/or word cards, grid for sorting, and writing activity.

Big Book of Rhymes Use these books of rhymes with high-interest, engaging illustrations to introduce many sorts in the Emergent-Early Letter Name, Letter Name, and Within Word Patterns stages.

Teacher Resource GuideInstructional and content support help you effectively implement and instruct all the stages in Words Their Way.

Teacher Resource CD-ROMMaterials found on the CD can be printed and integrated into the classroom instruction. Resources include picture/word cards for teacher modeling, a variety of games, text from the Big Books, and templates for teacher use.

Whiteboard Activities DVD-ROM Engage students’ visual, auditory and tactile senses using the activities on the DVD. Introduce sorts with the rhymes, practice sorting with the interactive activities, and solidify learning with writing sorts.

Words Their Way LibraryEach book features a skill covered in most sorts from the Emergent-Early Letter Name, Letter Name, and Within Word Pattern stages. Each library consists of 6-packs of each title.

Common Core CompanionThe Common Core companion includes “The Words Their Way Approach to Word Study and the Common Core State Standards” by Words Their Way author, Shane Templeton, and the Grades K-5 correlation document.

All You Need for Word Study Success

Classroom Starter PacksIncludes one Teacher Resource Guide, 10 Student Books, Teacher Resource CD, Whiteboard Activities DVD, Big Book of Rhymes included where noted with an *.

Developmental Model Starter Pack with Common Core Companion

978-1-4284-3210-9 Emergent-Early Letter Name*

978-1-4284-3211-6 Letter Name*

978-1-4284-3212-3 Within Word Pattern*

978-1-4284-3213-0 Syllables and Affixes

978-1-4284-3214-7 Derivational Relations

Developmental Model Starter Pack

978-1-4284-3219-2 Emergent-Early Letter Name*

978-1-4284-3220-8 Letter Name*

978-1-4284-3221-5 Within Word Pattern*



Student Books (10-Packs)

978-1-4284-3136-2 Emergent-Early Letter Name

978-1-4284-3137-9 Letter Name

978-1-4284-3138-6 Within Word Pattern



Words Their Way Libraries978-1-4284-3215-4 Emergent-Early Letter Name

978-1-4284-3216-1 Letter Name

978-1-4284-3217-8 Within Word Pattern

Words Their Way 6th Edition Professional Book978-0-1339-9633-3 Words Their Way: Word Study for

Phonics, Spelling, and Vocabulary Instruction ©2016

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WORD STUDY IN ACTION • LETTER NAME

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Word Study in Action • Syllables and Affixes

Word Study in Action • Derivational Relations

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WTW_BB2_LN_Cover.indd 1 5/23/11 3:54 PMPearsonSchool.com800-848-9500Copyright Pearson Education, Inc., or its affiliates. All rights reserved.

ADV: 978-0-328-69825-7 (FOR REP ORDERS)SAM: 978-1-428-43225-3

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